Social and leadership abilities in attention deficit/hyperactivity disorder: relation with cognitive-attentional capacities.

OBJECTIVE: We have analyzed social and leadership abilities in children with ADHD and their relationship with execution of tasks involving sustained attention and inhibitory control. PATIENTS AND METHODS: A retrospective analysis of 170 patients with ADHD was performed. We evaluated leadership and social abilities, measured through the Behavior Assessment System for Children (BASC) and their relations with the results of different neuropsychological tests, including Wechsler scale for children (WISC-IV) and Conners' continuous performance (CPT II). RESULTS: In the differential analysis between the IQ, results of the tests and their relation to BASC scores, a statistically significant relation was observed between attentional capacity expected according to the patient's intelligence and social skills scores (according to BASC filled out by mothers and teachers) and leadership (according to all informants) sections. CONCLUSIONS: Attentional difficulties are closely related to social competence in patients with ADHD, either by a direct cause-effect relationship or a shared dysexecutive substrate of this disorder.

Habilidades sociales y de liderazgo en el trastorno por déficit de atención/ hiperactividad: relación con las capacidades cognitivo-atencionales / Social and leadership abilities in attention defi cit/hyperactivity disorder: relation with cognitiveattentional capacities

Objetivo. Analizamos las habilidades sociales y de liderazgo en niños con TDAH y su relación con la ejecución de tareas que implican atención y autocontrol. Material y métodos. Análisis retrospectivo clínico de 170 pacientes con TDAH. Se evaluaron las habilidades sociales y de liderazgo medido a través del sistema de evaluación de la conducta de niños y adolescentes (BASC) y su relación con diferentes test neuropsicológicos, incluyendo la escala de Wechsler para niños-IV (WISC-IV) y el test de ejecución continuada de Conners (CPT II).Resultados. En el análisis diferencial entre el cociente intelectual, los resultados de los test y su relación con las puntuaciones del BASC, se observó una relación estadísticamente significativa entre la capacidad atencional esperada para la inteligencia del paciente, y la puntuación en los apartados habilidades sociales (según el BASC rellenado por madres y profesores) y de liderazgo (según todos los informadores).Conclusiones. Las dificultades atencionales están íntimamente relacionadas con la competencia social en pacientes con TDAH, bien por una relación causa-efecto directa o por un sustrato disejecutivo común en este trastorno (AU)

Objective. We have analyzed social and leadership abilities in children with ADHD and their relationship with execution of tasks involving sustained attention and inhibitory control. Patients and methods. A retrospective analysis of 170patients with ADHD was performed. We evaluated leadership and social abilities, measured through the Behavior Assessment System for Children (BASC) and their relations with the results of different neuropsychological tests, including Wechsler scale for children (WISC-IV) and Conners' continuous performance (CPT II). Results. In the differential analysis between the IQ, results of the tests and their relation to BASC scores, a statistically significant relation was observed between attentional capacity expected according to the patient’s intelligence and social skills scores (according to BASC filled out by mothers and teachers) and leadership (according to all informants) sections. Conclusiones. Attention al difficulties are closely related to social competence in patients with ADHD, either by a direct cause-effect relationship or a shared dysexecutive substrate of this disorder (AU)

[Attention deficit hyperactivity disorder and its relation to social skills and leadership evaluated with an evaluation system of the behavior of children and adolescents (BASC)]. / Trastorno por déficit de atención/hiperactividad y su relación con las habilidades sociales y de liderazgo evaluadas a través de un sistema de evaluación de la conducta de niños y adolescentes (BASC).

INTRODUCTION: Numerous studies have documented that children with attention deficit hyperactivity disorder (ADHD) show a low social competence. OBJECTIVE: To compare the symptomatic severity of ADHD, as well as associations to different subtypes, sex and comorbidities, with social functioning ("ability" and "leadership") estimated through a Behavior Assessment System for Children (BASC) for parents and teachers. PATIENTS AND METHODS: We have retrospectively analyzed 170 patients with ADHD, diagnosed between 2007 and 2010. Social "ability," "leadership," "hyperactivity" and "attention deficit" sections of BASC and cardinal symptoms of ADHD measured through a Spanish scale for de evaluation of DHD (E-DHD) were registered. Results of these variables are analyzed according to the normative data by age and sex, and processed in Z values. RESULTS: The ratings for social skills were significantly lower in patients with conduct disorder or oppositional defiant disorder as informed by parents (p<0.05). Symptomatic intensity of ADHD showed significant (p<0,001) and inverse relation with social "ability" as parents. "Attention-deficit" scores were related with social "ability" and "leadership" as parents and teachers. CONCLUSIONS: Intensity of attention deficit was the only variable that showed a significant relation with the social skills and leadership according to the BASC scores, independently of the informer.

Trastorno por déficit de atención/ hiperactividad y su relación con las habilidades sociales y de liderazgo evaluadas a través de un sistema de evaluación de la conducta de niños y adolescentes (BASC) / Attention deficit hyperactivity disorder and its relation to social skills and leadership evaluated with an evaluation system of the behavior of children and adolescents (BASC)

Introducción. Numerosos estudios han documentado que los niños con trastorno por déficit de atención/hiperactividad (TDAH) experimentan una baja competencia social. Objetivo. Comparar la intensidad sintomática del TDAH, así como la asociación de los diferentes subtipos, sexo y comorbilidades con el funcionamiento social (“habilidad social” y “liderazgo”) estimado a través de un sistema de evaluación de la conducta de niños y adolescentes para padres y profesores (BASC).Pacientes y métodos. Se analizan retrospectivamente 170 pacientes evaluados con diagnóstico de TDAH entre 2007 y 2010. Se analizan y comparan, entre otros, los datos de habilidades sociales, liderazgo, hiperactividad y déficit de atención del BASC y los síntomas cardinales del TDAH de la escala para la evaluación del déficit de atención con hiperactividad (EDAH). Los resultados de estas variables son analizados acorde a los datos normativos por edad y sexo, y transformados en valores Z. Resultados. Las puntuaciones correspondientes a habilidades sociales fueron significativamente menores en los pacientes con trastorno disocial o negativista según progenitores (p<0,05). En el análisis de la intensidad sintomática del TDAH se observó una relación inversamente significativa (p<0,001) entre la intensidad de la hiperactividad y las habilidades sociales según los padres. La puntuación de déficit de atención se correlacionó de igual forma con las habilidades sociales y liderazgo según padres y profesores. Conclusiones. La intensidad del déficit de atención fue la única variable que, con independencia del informador, se relacionó de forma significativa con las habilidades sociales y el liderazgo según el BASC (AU)

Introduction. Numerous studies have documented that children with attention deficit hyperactivity disorder (ADHD) show a low social competence. Objective. To compare the symptomatic severity of ADHD, as well as associations to different subtypes, sex and comorbidities, with social functioning (“ability” and“ leadership”) estimated through a Behavior Assessment System for Children (BASC) for parents and teachers. Patients and methods. We have retrospectively analyzed 170 patients with ADHD, diagnosed between 2007 and 2010. Social “ability,” “leadership,”“hyperactivity” and “attention-deficit” sections of BASC and cardinal symptoms of ADHD measured through a Spanish scale for de evaluation of DHD (E-DHD) were registered. Results of these variables are analyzed according to the normative data by age and sex, and processed in Z values. Results. The ratings for social skills were significantly lower in patients with conduct disorder or oppositional defiant disorder as informed by parents (p<0.05). Symptomatic intensity of ADHD showed significant (p<0,001) and inverse relation with social “ability” as parents. “Attention-deficit” scores were related with social “ability” and “leadership” as parents and teachers. Conclusions. Intensity of attention deficit was the only variable that showed a significant relation with the social skills and leadership according to the BASC scores, independently of the informer (AU)